Ohio English Language Arts The State Board of Education adopted Ohio's New Learning Standards in English Language Arts as a guide to teaching and learning in the classroom. The Kindergarten – Grade 12 standards will be fully in use in Ohio classrooms in the 2014-2015 school year. Introduction to Ohio's New Learning Standards for ELA, Model Curriculum, and Assessment
New York State ELA Curriculum Click here to view all curriculum materials for English Language Arts and Mathematics. Authentic Reading Materials These modules include authentic reading materials. Authentic reading materials include published works that are typically encountered by students in daily life, such as in magazines, books or newspapers. Common Core Video Series Education Commissioner John King, David Coleman and Kate Gerson explain every key aspect of Common Core standards in depth. By viewing this 15-part series, New York educators and administrators will learn step-by-step how to implement the Common Core for ELA/Literacy and Math in their schools and classrooms. You’ll also gain a deeper understanding of the rationale behind the Common Core and what it will mean for students across our state. Produced in partnership with NYS PBS stations WCNY/Syracuse and WNET/New York City, the series illuminates the Common Core through conversations between Commissioner King, a former high school social studies teacher and middle school principal; Coleman, a contributing author of the Common Core State Standards; and Gerson, a Senior Fellow with the USNY Regents Research Fund and a former high school English teacher and principal.
ODE Tip Sheets–What Teachers Can Do Now to Prepare for 2014-2015 : Language Arts Blog Here at the ORC we hear it a lot: What can I do now to get ready for the new standards, the new evaluations, the new assessments, the new… (the list goes on). The Ohio Department of Education recently answered this question with a tip sheet for teachers, superintendents, and boards of education. Tip Sheet from ODE
Adapt ELL Lessons in 3 Simple Steps With the increasing numbers of English language learners (ELLs) in regular education classrooms, it is important to balance practicing a new skill or new knowledge with differentiated assignments to fit ELL students’ readiness. When students range in their stages of second language acquisition, their practice and classroom assignments can and should look different. Differentiating lessons doesn’t have to be a hassle.
20 Observable Characteristics Of Effective Teaching - 20 Observable Characteristics Of Effective Teaching by TeachThought Staff What makes an effective teacher? Or more specifically, what observable characteristics might you see and hear? The University of Minnesota offered some observable characteristics of effective teaching which, while focused on teacher actions rather than student learning, had some useful tips–not so much how to teach generally, but specific actions that you can use tomorrow. In “How A Good Teacher Becomes Great,” we theorized that good teachers “know which assessments are for “show,” and which are for “go”—that is, which look good from 10 feet, and which provide visibility for both the student and teacher where the learning needs to go next,” and that they model curiosity, collaborate with other great teachers, and “measure understanding in diverse ways.”
Common Core Resources: DarkeNet Resources for the Common Core English Language Arts Standards We are in a very transitional time with revised standards in the state of Ohio. We (the State of Ohio) have adopted the common core standards as our English Language Arts Standards. This page is intended to provide resources and links to other pages where you will find information about the common core standards for English Language Arts. I have created some of these resources, others have been created by various other entities. If you have questions about information provided on this site, please email me.
Common Core Support Tools Below you will find unpacking standards documents to support teachers in their understanding of the common core and essential standards. The unpacking documents demonstrate at a granular level the knowledge and skills students are expected to master at a particular grade. Important Note: The current Standard Course of Study will continue to be taught and tested during the 2010-11 and 2011-12 school years. New standards and assessments are to be implemented for the first time beginning with the 2012-13 school year. Please send any thoughts, feedback, questions and ideas about additional resources that would help you start preparing to teach the new standards to firstname.lastname@example.org. English Language Arts Unpacking Standards
Frayer Model The Frayer Model is a vocabulary development tool. In contrast with a straight definition, the model helps to develop a better understanding of complex concepts by having students identify not just what something is, but what something is not. The center of the diagram shows the concept being defined, while the quadrants around the concept are used for providing the details. Words that work well with the Frayer Model include quadrilaterals, insects and democracies. We have included two variations of the model that we have seen used in school settings. Literacy Educators: Let's Get Serious about Noncognitive Skills - Dave Stuart Jr. The Common Core does a pretty good job of laying out some key cognitive skills students need to have to be ready for the literacy demands of a career or college. Granted, we need to reduce the standards into a simpler, more power-packed set of focused literacy priorities (the non-freaked out approach being one possible example) if we’re going to truly see literacy instruction expand in breadth and depth across a student’s school day. But with that being said, I give my props to the standards for being the best list to date of what it means to be proficiently literate upon graduation from high school. However, here’s the claim I’ll spend this post supporting (I’ve pawed around in the dark at it elsewhere, but that was quite a few months ago, and I’ve done more thinking in the interim): if you aim at the Common Core’s goals (which are cognitive) and nothing else, you and/or a large amount of your students will begin to hate you and/or their life. So why do we lack these lists?
Common Core “I Can” Statements (Updated 5/30) « Turn On Your Brain My I Can Statements for 9-10th grades. My I can Posters for 9-10th grades. Standards-Aligned Question Stems for grades 9-10. CCSS Vertical Progressions ELA for grades K-12. Update 5/30: So, you’re looking for help with all the grade levels?
s New Learning Standards: K-12 English Language Arts The State Board of Education has adopted the Common Core State Standards in English language arts as part of Ohio's New Learning Standards for academic learning. The Kindergarten - Grade 12 standards will be fully in use in Ohio classrooms by 2014-2015, when assessments that align to the standards are in place. ODE encourages districts to start implementing the Ohio's New Learning Standards now to better prepare students for 2014-2015 and beyond. Introduction to Ohio's New Learning Standards for ELA, Model Curriculum, and Assessment Content Standards PARCC Evidence Tables “Evidence statement tables and evidence statements describe the knowledge and skills that an assessment item or a task elicits from students. These are aligned directly to the Common Core State Standards, and highlight their advances especially around the coherent nature of the standards.” – PARCC More information about the Blueprints and Evidence Tables can be found at parcconline.org, including FAQ’s and Powerpoint presentations.
Limiting “Teacher Talk,” Increasing Student Work! – Achieve the Core Aligned Materials “Wah waah wah waah wah wah…” We all know the famous muted trumpet of adults in Charlie Brown’s world, especially their teacher, Miss Othmar. After five years teaching elementary school, I’m confident that I’m not boring my kids to sleep but I do wonder if I strike the right balance between “teacher talk” and student work. Research has long supported the idea that students benefit from “doing.” Regular practice with reading and re-reading increases comprehension and fluency (National Reading Panel, 2000), as well as builds vocabulary and knowledge (Cunning & Stanovich, 1998). Students also need ample time to connect reading and writing to speaking and listening, integrating their literacy skills (see Appendix A). This is especially important for younger children and English Language Learners, whose oral language far outpaces the ability to read and write (Fisher, Frey, & Rothenberg, 2008).